The old system where every child was locked away and set into nonstop, daily cut throat competition with every other child for silly prizes called grades is broken beyond repair. If it could be fixed it could have been fixed by now. Good riddance.
Interpretation
The traditional education system, which emphasizes competition over collaboration, is fundamentally flawed.
John Taylor Gatto criticizes the conventional education system that pits children against each other in relentless competition for grades. He argues that this method stifles creativity and collaboration, ultimately revealing that the system is outdated and broken, and that true progress requires a shift away from these practices.
In practice
In a speech advocating for educational reform, a speaker might quote Gatto to emphasize the need for collaborative learning environments.
School presents daily exercises in dis-association. It forces unwelcome associations on most of its prisoners. It sets petty, meaningless competitions in motion on a daily basis, pitting potential associates against one another in contests for praise and other worthless prizes.
School is a twelve-year jail sentence where bad habits are the only curriculum truly learned.
Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest.
School is about learning to wait your turn, however long it takes to come, if ever. And how to submit with a show of enthusiasm to the judgment of strangers, even if they are wrong, even if your enthusiasm is phony.
It was never factually true that young people learn to read or do arithmetic primarily by being taught these things. These things are learned, but not really taught at all. Over-teaching interferes with learning, although the few who survive it may well come to imagine it was by an act of teaching.
It is absurd and anti-life to be part of a system that compels you to listen to a stranger reading poetry when you want to learn to construct buildings, or to sit with a stranger discussing the construction of buildings when you want to read poetry.
We're now segregating our schools based on economics; we're segregating our schools based on where a child's parents live. And it has the same corrosive effect of destroying people's opportunity as racial segregation did.
Since the beginning of time, children have not liked to study. They would much rather play, and if you have their interests at heart, you will let them learn while they play.
A great book should leave you with many experiences, and slightly exhausted. You should live several lives while reading it.
When I open them, most of the books have the smell of an earlier time leaking out between the pages - a special odor of the knowledge and emotions that for ages have been calmly resting between the covers. Breathing it in, I glance through a few pages before returning each book to its shelf.
Our kids didn't do this to themselves. They don't decide the sugar content in soda or the advertising content of a television show. Kids don't choose what's served to them for lunch at school, and shouldn't be deciding what's served to them for dinner at home. And they don't decide whether there's time in the day or room in the budget to learn about healthy eating or to spend time playing outside.
It should be your care, therefore, and mine, to elevate the minds of our children and exalt their courage; to accelerate and animate their industry and activity; to excite in them an habitual contempt of meanness, abhorrence of injustice and inhumanity, and an ambition to excel in every capacity, faculty, and virtue. If we suffer their minds to grovel and creep in infancy, they will grovel all their lives.
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